Учебное пособие для студентов по ОГСЭ. 03 Иностранный язык на тему "Здоровый образ жизни"

Lesson Plan

Unit of a short term plan “Healthy habits”

School: 163

Date: 3,4.04.18

Teacher name: D. Shamsudin


Number present:


Lesson title

Discussing healthy habits and healthy living and learning about the

food pyramid


objective(s) that

this lesson is contributing to:

7.L4 understand with little supportsome of the implied meaning in extended talk on a limited range of general and curricular topics

7.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

7.UE8 use a growing variety of future forms including present continuous with future meaning on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to

  • Listen and divide words into healthy and unhealthy habits groups

  • Name healthy and unhealthy habits

  • Make up sentences with keywords using present continuous

Most learners will be able to

  • Listen and fill in missing words to the dialogue.

  • Give advice according to healthy and unhealthy habits.

  • Make sentences with future and present continuous.

Some learners will be able to

Assessment criteria

Values links

Knowledge, understanding and application

Cross-curricular links


Previous learning

Names of food and sport


Planned timings

Planned activities (replace the notes below with your planned activities)



5 min

The students are divides into two groups according to the pictures which they choose, “healthy and unhealthy habits” cards.

The teacher introduces the objectives of today’s lesson and assessment criteria

Brain storm” activities

Thales of Miletus.

What did Miletus Thales mean by this proverb?

Pictures of healthy and unhealthy foods


10 min

5 min

2 min

5 min

2 min

8 min

  1. min

I/W1.Task: Listen and choose the picture cards and findhealthy and unhealthy habits. Make the sentences with should, shouldn’t modal verbs and say.

What should/shouldn’t we do to have a healthy lifestyle?

I team “Healthy” II team “Unhealthy”

  1. Get a good night’s sleep 1. Eat too much junk food

  2. Have a hobby 2. Eat late at night

  3. Do a physical activity 3. Surf the internet for too long

  4. Drink plenty of water 4. Play video games too often

  5. Eat fruit and vegetables 5. Watch too much TV

  6. Don’t smoke 6. Smoke

Example: We should get a good night’s sleep.

We shouldn’t eat too much junk food.

Descriptor a learner:hello_html_m1d02e8ae.png

  • Listens to the CD very carefully

  • Finds healthy and unhealthy habits.

  • Makes right sentences with should/shouldn’t and say them

AFL- “Numbers speak” activities

P/W2.Task:Asking for /giving advice.

The sentences above are from the dialogue between two friends. Read and listen, roleplay it. Prepare 5 questions and give advice.

Diana: What’s wrong, Rita?

Rita: I want to play in basketball team, but the coach says I have to improve my level of fitness first. What should I do?

Diana: Why don’t you around the park? I often go there.

Rita: That’s good idea.

Diana: You should also eat lots of fruit and vegetables and drink plenty of water. And make sure you avoid snacks and fizzy drinks. They’re no good for you.

Rita: Thanks for the advice, Diana. hello_html_m7a618e43.jpg

What is Rita’s problem?

What is Diana’s advice?

Descriptor a learner:

AFL- Self–assessment paper tick

Wordplay” activities

I/W 3.Task. Look at picture and make up sentences with keywords using present continuous

More able learners will be given a task to make their own sentences about their future plans.

Less able learners will be given more support by given them

keywords: eat, do morning exercises, go, run, drink

Descriptor a leaner:hello_html_2dbf97a8.jpg

AFL-“Knowledge tree”

Conversation pyramids” activities

G/W 4.Task: Compare “Food for Sport” healthy and unhealthy habits. Complete the pyramid and talk about their food pyramid.

Which food/drinks give us a lot of energy?

Which ones keep our muscles strong?

Which food/drinks give us a lot of Harmful?

What is the damage to the body?

Fill in pyramidshello_html_e49897a.jpghello_html_69a3e38d.jpghello_html_m695dda6b.jpg

AFL- “Auction”

Picture cards healthy and unhealthy habits with

Excel 7 grade

Module 8 ex 1/2 on page 87


Excel 7 grade

Module 8 ex 2 on page 94

Leaves and tree

Pyramid puzzle


5 min

Self-assessment: writing letter feedback

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

So, the lesson is over. Goodbye


Letter stickers

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check

Learner’s learning?

Health and safety check

Differentiation by outcome: more able learners will be given a task to make their own sentences about their future plans.

Differentiation by support: less able learners will be given more support by given them key words: eat, do morning exercises, go, run, drink

Descriptor a leaner:

Brain storm”, “Self – assessment paper”, “Post it”, “Number speaks”, “Auction”, “Knowledge tree”, “Letter stickers” “Conversation pyramids”

Physical exercises hello_html_61fd1664.jpg


Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?



What two things would have improved the lesson (consider both teaching and learning)?



What have I learned from this lesson about the class or individuals that will inform my next lesson?

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